scholarly journals Psychological Effects of Motivational Aquatic Resistance Interval Training and Nutritional Education in Older Women

Healthcare ◽  
2021 ◽  
Vol 9 (12) ◽  
pp. 1665
Author(s):  
Alejandro Martínez-Rodríguez ◽  
Bernardo José Cuestas-Calero ◽  
José Manuel García-De Frutos ◽  
Pablo Jorge Marcos-Pardo
Keyword(s):  
Physical Activity ◽  
Intrinsic Motivation ◽  
Autonomy Support ◽  
Interval Training ◽  
Well Being ◽  
Psychological Needs ◽  
Basic Psychological Needs ◽  
Control Group ◽  
Positive Effects ◽  
And Control

Several studies have demonstrated the positive effects of physical exercise programs on physical and mental health throughout life. It is necessary to know the factors that contribute to the well-being of older adults in order to achieve healthy aging. The aim of this study was to evaluate the relationship between well-being perception and the use of autonomy supportive coaching behaviours across a motivational aquatic resistance interval training program. Thirty-four women over 65 years of age from the province of Alicante, Spain, participated, and were randomly assigned to: motivational aquatic resistance interval training group (MART; age: 69.6 ± 5.01 years, height: 1.62 ± 7.88 m, weight: 75.3 ± 12.8 kg) and control group (CG; age: 67.7 ± 3.60 years, height: 1.54 ± 5.47 m, weight: 66.9 ± 10.2 kg). The MART program was conducted for 14 weeks, with three training sessions/week. The CG did not perform any physical activity during the study. Perception of autonomy support was assessed through the Autonomy-Supportive Coaching Questionnaire (ASCQ), Psychological needs by the Basic Psychological Needs in Exercise Scale (BPNES), Intrinsic motivation to exercise was assessed through Intrinsic Motivation Inventory (IMI) and Perception of Physical Activity by the International physical activity questionnaire (IPAQ). In MART, compared to CG, significant differences were observed in BPNS, IMI and IPAQ questionnaires used, except in the ASCQ. The differences were significant in all three cases in BPNS (p < 0.05 in autonomy and competence and p = 0.001 in relationship with others), obtaining better scores after intervention than previously. As for the IMI scale, significant differences were also obtained in both subscales. The level of physical activity also improved significantly, with higher scores on the IPAQ after the intervention than before (p < 0.001). In conclusion, when practitioners perceive greater well-being, satisfaction of their basic psychological needs, greater self-selection, volition, and autonomy instead of pressure, demand and control, the result is better behaviour with greater psychological well-being, adherence and consequent health benefits.

A Test of Basic Psychological Needs Theory in a Physical-Activity-Based Program for Underserved Youth

2017 ◽  
Vol 39 (1) ◽  
pp. 29-42 ◽  
Author(s):  
Lindley McDavid ◽  
Meghan H. McDonough ◽  
Bonnie T. Blankenship ◽  
James M. LeBreton
Keyword(s):  
Physical Activity ◽  
Autonomy Support ◽  
Well Being ◽  
Psychological Needs ◽  
Need Satisfaction ◽  
Basic Psychological Needs ◽  
Psychological Need ◽  
Self Worth ◽  
Youth Perceptions ◽  
Needs Theory

This study used a randomized controlled design to test the pathways in basic psychological needs theory, where social relationships characterized by autonomy support, involvement, and structure foster psychological need satisfaction and well-being. Participants were recruited from a physical-activity-based youth program. A new staff training was implemented to manipulate the use of each interpersonal characteristic by program staff (N = 24 observed) and perceptions of each interpersonal characteristic, psychological needs, hope, and self-worth in youth (N = 379 surveyed pre- and postprogram). Staff in the intervention condition used greater overall observed autonomy support, involvement, and structure. Condition assignment did not lead to differences in youth perceptions, but observed staff behaviors positively predicted youth perceptions of staff and perceptions of staff positively predicted change in well-being. Findings indicate that the training manipulated how staff engaged youth, and autonomy support, involvement, and structure are useful strategies to foster well-being in youth.

Aging and Well-Being in French Older Adults Regularly Practicing Physical Activity: A Self-Determination Perspective

2012 ◽  
Vol 20 (2) ◽  
pp. 215-230 ◽  
Author(s):  
Claude Ferrand ◽  
Sandra Nasarre ◽  
Christophe Hautier ◽  
Marc Bonnefoy
Keyword(s):  
Physical Activity ◽  
Older Adults ◽  
Intrinsic Motivation ◽  
Physical Activity Behavior ◽  
Well Being ◽  
Psychological Needs ◽  
Basic Psychological Needs ◽  
Self Determination ◽  
Qualitative Approaches ◽  
Motivational Profiles

The purpose of this study was to identify the motivational profiles of physically active older adults and to achieve a better understanding of their perceived motives to explain their regular physical activity behavior in relation to self-determination theory (SDT). To address these aims, this study used quantitative and qualitative approaches. Older adults (n = 92; M = 74.95, SD = 4.6) completed the French version of the Sport Motivational Scale. A cluster analysis showed two motivational profiles with differential motivational patterns. The first was named the high combined profile, with high scores on intrinsic motivation and introjected regulation and low levels of external regulation. The second profile was the low to moderate motivational profile, with low scores on intrinsic motivation and moderate scores on introjected regulation. The qualitative study’s results demonstrate the usefulness of SDT in explaining the relationship between these motivational profiles and the intertwining of the three basic psychological needs.

Effects of an Autonomy-Supportive Exercise Instructing Style on Exercise Motivation, Psychological Well-Being, and Exercise Attendance in Middle-Age Women

2012 ◽  
Vol 9 (1) ◽  
pp. 138-150 ◽  
Author(s):  
Frederiki C. Moustaka ◽  
Symeon P. Vlachopoulos ◽  
Chris Kabitsis ◽  
Yannis Theodorakis
Keyword(s):  
Intrinsic Motivation ◽  
Autonomy Support ◽  
Middle Age ◽  
Self Determination Theory ◽  
Psychological Needs ◽  
Basic Psychological Needs ◽  
Self Determination ◽  
Control Group ◽  
Subjective Vitality ◽  
Perceived Autonomy Support

Background:The present study evaluated the effectiveness of an autonomy-supportive intervention based on self-determination theory in influencing perceptions of autonomy support, basic psychological needs, behavioral regulations, subjective vitality, and exercise behavior.Methods:35 female exercise participants age 30 to 58 years who enrolled to an 8-week exercise program attended 24 exercise classes that were taught using either an autonomy-supportive (n = 19) or a lack of autonomy support (n = 16) instructing style.Results:The experimental group reported an increase in perceived autonomy support, the fulfillment of the needs for autonomy and competence, identified regulation, intrinsic motivation, and subjective vitality. They also reported higher attendance rates during the program and greater participation to moderate and/or mild nonstructured exercise during 5 weeks after the end of the program. The control group reported a decrease in perceived autonomy support, the needs for autonomy and competence, intrinsic motivation, and subjective vitality.Conclusion:The results supported tenets of self-determination theory and highlighted the motivational and psychological benefits of an autonomy-supportive exercise instructing style among middle-age women.

scholarly journals Motivation and Exercise in Rural Postmenopausal Women

2020 ◽  
Vol 20 (2) ◽  
pp. 53-77
Author(s):  
Lori Sue Fitton ◽  
Kim Schafer Astroth ◽  
Anne E. Cox ◽  
Denise Wilson ◽  
Caroline Mallory ◽  
...  
Keyword(s):  
Physical Activity ◽  
Intrinsic Motivation ◽  
Postmenopausal Women ◽  
Autonomy Support ◽  
Physical Activity Behavior ◽  
Psychological Needs ◽  
Basic Psychological Needs ◽  
Convenience Sample ◽  
Rural And Urban ◽  
Meaningful Relationships

Purpose:  The purpose of this research is to explore the relationships among psychological needs, motivation regulations, autonomy support, and physical activity (PA) behavior in rural and urban postmenopausal women within the Self Determination Theory (SDT) framework. Sample:  The convenience sample included 114 rural postmenopausal women (RPMW) and 56 urban postmenopausal women (UPMW) recruited from three Midwestern states. Method: Subjects completed surveys in paper form which included instruments to measure basic psychological needs, motivation regulations, autonomy support, and PA behavior. Findings: Results indicate a mix of relationships among psychological needs and intrinsic motivation in rural and urban women. There was a significant correlation (r = .274, n = 169, p = 0.04) between intrinsic motivation and relatedness in RPMW, indicating these women find motivation in meaningful relationships. Conclusions: The strength of this research exists in the introduction of a significant correlation between intrinsic motivation to exercise and relatedness in RPMW. Previous work with SDT has shown autonomy and competence as motivating factors regarding physical activity behavior in women. This research indicates that for RPMW relatedness is also an important determinant of intrinsic motivation. This data suggests that psychological needs and motivational regulations are dissimilar for RPMW and UPMW regarding exercise behavior. DOI:  http://doi.org/10.14574/ojrnhc.v20i2.623  

scholarly journals Supervisory Practices for Intrinsic Motivation of Doctoral Students: A Self-determination Theory Perspective

10.28945/4415 ◽  
2019 ◽  
Vol 14 ◽  
pp. 581-595 ◽  
Author(s):  
Vijay Kumar ◽  
Amrita Kaur
Keyword(s):  
Intrinsic Motivation ◽  
Doctoral Students ◽  
Well Being ◽  
Psychological Needs ◽  
Basic Psychological Needs ◽  
Self Determination ◽  
Doctoral Studies ◽  
Supervisory Practices ◽  
Doctoral Candidates

Aim/Purpose: The quality, degree of effort and persistence required in doctoral studies can be sustained through intrinsic motivation. Despite the critical role of motivation, studies that examine ways to promote doctoral students’ motivation are lacking. This study, drawing on the self-determination theoretical (SDT) framework, aims to offer advice for supervisory practices to facilitate the satisfaction of three basic psychological needs- autonomy, competence and relatedness of doctoral students’ motivation. The focus was on the experiences of the doctoral candidates who participated in this study. Background: Prior studies have established that creating environment and ways that lead to satisfaction of three basic psychological needs are capable of producing optimal outcomes. Based on that assumption the current study explores the ways in which supervisory practices lead to satisfaction of the three needs. Methodology: The study adopted a qualitative approach and used the experience sampling method to collect data from 11 full-time doctoral students from a research-intensive university in New Zealand. In total, 72 entries that captured students’ real-time psychological experience of supervision in a repeated manner were used to analyse the data. Contribution: It proposes theory driven practices/guidelines for supervisors to adopt for effective supervisory practices for intrinsic motivation of doctoral students. Findings: Thematic analysis guided by the research question revealed that to have students experience autonomy support the supervisors must respect students’ research interest, encourage self-initiation, and be amenable to changes suggested by the students. To have students experience the feeling of competence, the supervisors carefully need to consider the quality, mode and time of feedback and provide students with optimal challenge level. Finally, to facilitate students’ need for relatedness, the supervisors should offer personal and professional support to students and look after their emotional well-being. Recommendations for Practitioners: This study highlights the need for supervisors to acknowledge the role of need satisfaction and mindfully adopt the practices to facilitate the satisfaction of the three needs for the intrinsic motivation of the doctoral students. Recommendation for Researchers: The researchers should consider the psychological health and well-being of doctoral students for persistence and successful completion of their studies. Impact on Society: The study can help improve doctoral studies completion rates as well as produce doctoral candidates with a positive and healthy disposition for future workforce. Future Research: The current study relies only on students’ self-report data. In future inclusion of data from supervisors of their own practices would enhance the quality of findings. Additionally, an analysis to chart changes in students’ experiences over time would provide a deeper understanding of the effect of supervisory practices.

scholarly journals Assessing the Relationship between Autonomy Support and Student Group Cohesion across Ibero-American Countries

2020 ◽  
Vol 17 (11) ◽  
pp. 3981
Author(s):  
Juan Antonio Moreno-Murcia ◽  
Elisa Huéscar Hernández ◽  
Luís Cid ◽  
Diogo Monteiro ◽  
Filipe Rodrigues ◽  
...  
Keyword(s):  
College Students ◽  
Intrinsic Motivation ◽  
Social Relations ◽  
Autonomy Support ◽  
Group Cohesion ◽  
Psychological Needs ◽  
Basic Psychological Needs ◽  
Convenience Sample ◽  
Needs Satisfaction ◽  
Perceived Autonomy Support

Teacher-endorsed supporting behaviors present themselves as key influencers of student adaptive academic and social functions. The objective of this paper was twofold. First, this study sought to test a model in which student-perceived autonomy support was associated with group cohesion, considering the mediating role of basic psychological needs satisfaction and intrinsic motivation. Second, the current study examined the dimensionality of the model across five Western countries, namely Spain, Portugal, Brazil, Chile, and Mexico. A convenience sample of 3033 college students (Mage = 21.51 ± SD = 3.71) were recruited for the analysis. The results revealed that perceived autonomy support was positively associated with needs satisfaction, being consequently associated with intrinsic motivation and, ultimately, with group cohesion. Additionally, a multigroup analysis revealed that the model was invariant across college students from the different countries. The current results are discussed around the promotion of teacher uses of autonomy-supportive behaviors fostering adaptive outcomes in students regarding positive social relations and that the cultures of Ibero-American countries are equivalent in this process.

scholarly journals Promoting Healthy Lifestyle through Basic Psychological Needs in Inactive Adolescents: A Protocol Study from Self-Determination Approach

2020 ◽  
Vol 12 (15) ◽  
pp. 5893 ◽  
Author(s):  
Pedro Antonio Sánchez-Miguel ◽  
Mikel Vaquero-Solís ◽  
David Sánchez-Oliva ◽  
Juan J. Pulido ◽  
Miguel A. López-Gajardo ◽  
...  
Keyword(s):  
Physical Activity ◽  
Healthy Lifestyle ◽  
Well Being ◽  
Psychological Needs ◽  
Basic Psychological Needs ◽  
Overweight And Obesity ◽  
Self Determination ◽  
School Level ◽  
World Health ◽  
High School Level

Prevalence of overweight and obesity is an important health problem worldwide. It was shown that physical activity and sedentary behaviour are associated with prevalence of overweight and obesity in youth individuals. However, few children and adolescents meet the World Health Organization recommendations about physical activity levels. The need to start promoting regular physical activity from an early age is crucial to avoid these problems. Therefore, the aim of the current research is to show a school-based motivational program for the promotion of healthy lifestyle in inactive adolescents grounded on Self-Determination Theory aimed at promoting physical activity adherence. The study is a quasi-experimental study (ClinicalTrials.gov ID: NCT03974607) aimed for adolescents from the 1st and 2nd high school level aged between 12 and 14 years old. The program will be based on the promotion of the three basics psychological needs: autonomy, competence and relatedness. The satisfaction of these needs is essential to fulfill the self-determined motivation and psychological well-being. The length of the sessions are 60 min, 3 times per week, during 5 months. The sessions will be based on the participants’ interests. Finally, this protocol will intend to change the perception of physical activity programs in order to focus the strategies on the motivational aspects, rather than physical activity itself as was usually conducted by previous programs

scholarly journals Passion or Perseverance? The Effect of Perceived Autonomy Support and Grit on Academic Performance in College Students

2020 ◽  
Vol 17 (6) ◽  
pp. 2143 ◽  
Author(s):  
Elisa Huéscar Hernández ◽  
Juan Antonio Moreno-Murcia ◽  
Luís Cid ◽  
Diogo Monteiro ◽  
Filipe Rodrigues
Keyword(s):  
Academic Performance ◽  
Intrinsic Motivation ◽  
Autonomy Support ◽  
Structural Model ◽  
Psychological Needs ◽  
Basic Psychological Needs ◽  
Mediating Effect ◽  
Convenience Sample ◽  
Sports Science ◽  
Perceived Autonomy Support

Background: Individuals who possess passion and perseverance to extensively work and study through challenges and adversity to achieve a set of goals are likely to reach higher achievement compared to others who lack similar facets. However, an under-researched question lingers over the effect of teacher-induced behaviors on academic outcomes such as grades and performance. The purpose of this study was to examine the relationships between teacher-induced autonomy support and student academic performance considering the mediating effect of basic psychological needs satisfaction, intrinsic motivation, and grit as two-independent factors. Methods: A convenience sample of 474 Sports Science students (Mage = 21.83 years; SD = 3.91) participated in the study. All participants completed a multi-section survey assessing the variables under analysis. Results: The measurement and structural model displayed acceptable fit, hence direct and indirect effects were examined among the variables of interest. Basic psychological needs and intrinsic motivation seem to display a mediating role between perceived autonomy support and academic performance, through perseverance. Contrarily, grit-passion did not exhibit a significant indirect effect. Conclusions: Current results shed new insights on how perseverance can shape student motivation and school success considering the autonomy support induced by teachers.

The Importance of Supporting Adolescents’ Autonomy in Promoting Physical-Sport Exercise

2013 ◽  
Vol 16 ◽  
Author(s):  
Juan Antonio Moreno-Murcia ◽  
Elisa Huéscar Hernández
Keyword(s):  
Intrinsic Motivation ◽  
Autonomy Support ◽  
Self Determination Theory ◽  
Psychological Needs ◽  
Structural Equations ◽  
Basic Psychological Needs ◽  
Social Goals ◽  
Self Determination ◽  
Adolescent Students ◽  
Class Context

AbstractThis study was conducted toward the objective of analyzing certain factors that influence physical activity in Spanish adolescent students using self-determination theory (Deci & Ryan, 1985; 2000) as a framework. Participants included 698 physical education students whose perception of the autonomy support provided by their teachers was assessed in and out of the class context. Also assessed were social goals of responsibility and relationship with others, basic psychological needs, and intrinsic motivation, which is part of self-determination theory (SDT). Finally, the “intention” factor posited by the theory of planned behavior (TPB) and students’ rate of exercise in the last twelve months were considered. The results of structural equations modeling suggest autonomy education, autonomy support, and social goals positively predicted certain psychological mediators, which in turn positively predicted students’ intrinsic motivation, which was a positive predictor of intention, and that of rate of exercise. The results also highlight the benefit of promoting autonomy to enhance students’ physical exercise practice.

scholarly journals The Influence of Autonomy-Supportive Teaching on EFL Students’ Classroom Autonomy: An Experimental Intervention

2021 ◽  
Vol 12 ◽  
Author(s):  
Fakieh Alrabai
Keyword(s):  
Intrinsic Motivation ◽  
Autonomy Support ◽  
Learner Autonomy ◽  
Psychological Needs ◽  
Basic Psychological Needs ◽  
Teacher Autonomy ◽  
Self Report ◽  
Metacognitive Skills ◽  
Experimental Intervention ◽  
Perceived Choice

Based on the framework of self-determination theory (SDT), this two-wave longitudinal empirical investigation examined the actual practicality of certain strategies that have been theoretically acknowledged as having potential positive effect on English as a foreign language (EFL) learner’s autonomy. Strategies targeting learners’ self-determined learning in the classroom in terms of satisfying learner basic psychological needs (BPNs) of autonomy, competence, and relatedness as well as SDT key concepts, such as learner sense of choice, intrinsic motivation, control over learning, goals and needs, and metacognitive skills, were implemented in a treatment group for 12weeks. A classroom observation was used to evaluate teachers’ autonomy-supportive teaching and a student self-report measure, and an observation were used to assess learners’ autonomy. The findings derived out from analyses of variance, covariance and a hierarchical regression revealed that the experimental intervention led to statistically significant increased EFL autonomy for learners in the experimental group. Learner perceived choice, autonomy support, competence, and intrinsic motivation mediated the relationship between teacher autonomy-supportive teaching and learner autonomy; with perceived choice being the strongest predictor of learner autonomy. These findings acknowledge the vital role of teacher autonomy-supportive teaching in promoting EFL learner autonomy and recommend that, beside satisfying their BPNs, students should always be granted a larger space of freedom of choice, more control over learning, and more involvement in decision-making process.

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